001Mhm. >> Meeting is called to order. I don't think we have any electronic participation by a school board member. A pledge of allegiance, Mr. Connor. Please stand. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you, Mr. Connor. Uh next is the approval of agenda. Is there a motion to approve the agenda? I'd like to uh make a motion to amend the agenda. What's your amendment? Um I'd like to amend the agenda because we have um more than 30 minutes of speakers tonight. And I'd like to give everybody an opportunity to speak, so I'd like to extend it to 45 minutes. However, I'd like to limit it to 3 minutes for all
002participants, so everybody will get a voice. So, I want to extend it to 45 minutes, and then limit each speaker to 3 minutes. It's That's what we normally limit it to, correct? >> Yeah, but um organizations get 5 minutes. But, if organizations all speak, then we'll be over an hour. Got you. But, I would like to extend it 45 to 45 minutes, but limit all speakers to 3 minutes. >> Is there a second to that motion? I'd like to second. Madam Clerk, would you please call the roll? Mr. Barron? Yes. Mr. Aleem? Yes. Mr. Connor? Yes. Dr. Gupta? Yes. Mr. DePalma? >> Yes. Mr. Farmer? Yes. So, there's an amended agenda on the table. Is there a motion to approve the amended agenda? Motion. Second. Would you please call the roll, ma'am? Mr. Barron? Yes.
003Mr. Aleem? Yes. Mr. Connor? Yes. Dr. Gupta? Yes. Mr. DePalma? Yes. Mr. Farmer? Motion to approve the agenda. Mr. DePalma? Mr. DePalma, yes. What did I say? Mr. Mr. Farmer. It's all good. >> [laughter] >> Thank you, Mr. DePalma. >> year. Thank you. And next one is special presentation, Dr. Miget, uh computer science scholarship. All right. Good evening. I'd like to have Don Wise with the Education Foundation come forward and give her presentation. Chairperson Gupta, Vice Chair Connor, and school board members, good evening. My name is Don Wise and I'm the executive director of the Lynchburg City Schools Education Foundation. I am so excited to be here to announce the 2026 Lynchburg City Schools Computer Science Scholarship recipient. I'd like to begin by sharing a little bit about the generosity that made this scholarship possible.
004In December 2023, long-time Education Foundation supporter Linda Carr, along with her husband Clarence James, made an extraordinary $100,000 gift to the foundation. Their contribution established two meaningful funds: the Vivian Carr Miller Excellence Through Education Fund and the Carr-James Family Community Service Fund. These funds are already making a real difference, helping remove barriers to learning, supporting students' basic and hygiene needs, and strengthening connections between our schools and families across Lynchburg. They reflect a belief that when we invest in students, we are also investing in the health and future of our entire community. For Linda and her sister Vivian, service has always been a core value, one rooted in family and carried forward forward in the many ways they continue to give back. This time, I'd like to invite Vivian Miller to share a few words and
005speak more about the inspiration behind these funds. Good evening. Um I would just like to say on behalf of my family, especially my sister Linda Carr James and her husband Clarence James, that we are just uh so proud of her and her family and her accomplishments. And she has worked hard. She is a product of Lynchburg City Schools. We have five siblings. There's five of us and we are products and we have excelled. And I just want to thank Lynchburg City Schools for all that they've done and not only Lynchburg City Schools, but the community because the community and the school system has poured into us. That's why we are able to come and to give back and we are happy and we are proud to be able to do it. I am very very
006proud. I'm also very proud of this recipient. He is extraordinary. I will say this. Lynchburg City Schools teachers, administrators, even down to nutrition, you have done your job. This young man, it's only one in 10 years that I would say you did your job, he did his job. And now the results are there and I am so proud of him and his mother. He is a very hard worker and I wish him the best the best for the future. I know things will be just okay for him and I promise and I make this promise as a former educator that it's going to be okay with all of our students. I know it's rough, but it will be okay. That's the promise that we have to make. Thank you so much. I really appreciate all
007of your hard work and all that you do. Thank you. Thank you Vivian and thank you Linda who's also here hiding somewhere. Oh, there she is. She's not hiding. Okay. >> [laughter] >> Thank you Linda and Vivian. Now on to why we are here tonight. This year's scholarship recipient is an outstanding Heritage High School senior and truly as Vivian said, one of those students where it doesn't take long before you realize you're in the presence of someone pretty special. He's taken on an incredibly rigorous academic path earning a 4.37 GPA while completing advanced math and science coursework including enrollment in the Central Virginia Governor's School. But what's so impressive is what he does with his knowledge. He serves as a software lead on his robotics team building and programming autonomous systems. He's led to cybersecurity
008teams, earned industry certifications, and even interned with the Lynchburg City Schools IT department. Additionally, he's been recognized at the state level for his work in computational biology and has earned top honors in cybersecurity competitions. And then there's his research exploring how artificial intelligence can support urban search and rescue working through complex problems that most of us wouldn't even know where to begin. Now, I will say when he finished his interview, I even confessed to him that I understood about 10% of what he had said. And I mean that in the best possible way because what does come through clearly, no matter your level of technical expertise, is his passion, his purpose, and the way he brings others along with him. In his application, he talks about how important it is to support and guide other
009students helping helping them learn, troubleshoot, and find their footing in areas like coding, robotics, and cybersecurity. And that really stood out to us. Because even with everything he's accomplished, he's still making the time to lift up others along the way. And I think this moment says it best. After his interview, which he was one of the finalists, Linda shared this with me. His passion, intellect, and goals are fully aligned with what I had in mind when I established the scholarship. I could get him a job today. Please award the scholarship to him. And honestly, I think that says it all. It is my privilege and honor to recognize this year's recipient of the Lynchburg City Schools Computer Science Scholarship, JOSIAH MARTIN. >> [applause] [applause] >> CONGRATULATIONS. >> [applause] >> CONGRATULATIONS. THANK YOU. Uh chair comments,
010I don't have any comments. Student representative, Dr. Mitchell. All right. Um it doesn't look like Maleah is here tonight. We do have Claire Ramsey from EC Glass. Hello everyone and good evening. I'll start with cultural arts. The annual APs and senior art show is opening May 1st at Riverview Art Space from 5:30 to 8:00 p.m. There will be a showcase of works created by talented artists from EC Glass High School. The featured artists are River Baird, Lily Gray, Helen Grace Sackett, Lily Hunt, Madeline Stone, Wren Cook, JP Mancier, and Dietrich Mullins. These AP and advanced seniors exhibited their investigation series along with other senior art admissions. You won't want to miss it. With athletics, we've had a great start to the season with our Hilltopper track team. They competed last Wednesday night at Liberty Bedford.
011The following athletes scored in the top five. 4 by 100 meter relay of Channing Wilson, Zaria Terry, Rosalia Webb, and Madison Wright placed first. The 4 by 400 meter relay of Trenaya Stewart, Rebecca Lou, Teagan Foster, and Heaven Harrington placed first. Trenaya Stewart placed first in the 200 meter dash, first in the 400 meter dash, first in triple jump, and third in long jump. Heaven Harrington placed first in long jump and second in the 400 meter dash. Madison Wright placed second in the hurdles, second in triple jump, and fourth in the 100 meter dash. Zaria Terry placed second in the 100 meter dash, second in long jump, third in triple jump. And Rosalia Webb placed third in the 100 meter dash. Rebecca Lou placed third in the 400 meter dash. Inayah McCoy placed third in
012the high jump and triple and fourth in the triple jump. Claire Ramsey placed second in the 1600 meter run. Peyton Heath placed fourth in the shot put. Ayana Mosley placed fourth in discus. Zaria Clark placed fifth in discus. Channing Wilson placed fourth in the 200 meter dash and fifth in the 100 meter dash. And Jayden Buggatis placed fifth in the 800 meter run. For the boys, the 4 by 100 meter relay of Nori Hunt, Drayden Copsteen, Trevor Dale, and Jacavian Revely placed third. The 4 by 400 meter relay of Darian Petty, Seven Waller, Bailey Rogers, and Tenavian Mosley placed second. The 4 by 800 meter relay of Lee Buggatis, Farhan Khan, Brady Rogers, and Edatour Salazar placed second. Seven Waller placed first in the 400 meter dash and second in the 200 meter dash. DJ
013Tolbert placed first in the discus and second in shot put. Darian Petty placed first in the triple jump, fourth in the long jump, and fifth in the 100 meter hurdles. Patrick Good placed first in the high jump, third in the long jump, and third in the hurdles. Trevor Dale placed second in high jump. Tanavian Mosley placed second in the triple jump. Evan Black placed second in the hurdles. Jackson Page placed third in discus. Richard Ravelli placed fourth in discus. Josh Ramos placed fourth in shot put. Nathaniel Hill placed fourth in hurdles and fourth in the triple jump. John Paul Manciere placed fourth in the 800 meter run and fourth in 1600 meter run. Also, our girls tennis team has had has stayed undefeated after a win against JF with a final score of 7 to
0142. The boys soccer team has also been having a great season. The boys varsity soccer team played JF this past Wednesday at JF. The game ended in a tie of 2 to 2 and the team improves to a 4 to 0 to 1 tie on the season. >> [clears throat] >> In the past few weeks, the Boosters Excellence Award has been given out to several students. These student athletes were awarded the Boosters Excellence Award for the winter sports season. The criteria for this award includes scholarship, athletic ability, leadership, and integrity. The following athletes have earned this award. Gavin Arthur for boys varsity basketball. Jordan Matthews for girls varsity basketball. Eliza Rhodes for cheerleading. Claire Ramsey for girls indoor track. JP Manciere for boys indoor track. Ben Tiller for boys swim. Audrey Miller for girls swim.
015And Dane Johnson for wrestling. The FCCLA Leadership Conference also happened this past week in Virginia Beach. Um the EC Glass students competed at the FCCLA Leadership Conference in Virginia Beach over spring break. Jasmine Ford had a gold and a perfect score in fashion construction. Eliza Rhodes placed second in teaching strategies. Lila Porterfield and Jane Gowan placed third in interior design and Tatum Gillett placed third in baking. At Linkhorne Middle School, students competed in National History Day competition. The following regional winners will move on to the state competition. For group website, first was Cooper Smithson, Rizon Vasquez, and Tenley Turnbow. Second was Ace Willis and Eleanor McKingis. Third was Aspen Moss and Josiah Hamlett. Fourth was Demi Oluwaji, Ruth Reed, Lila Mehaffey, and Eloise Mickle. For group exhibit, third was Paisley Scott and Marlow Callaway. In
016group documentary, first was Sydney Huffman and Adeline Shafer. Second was Stella Yauman, Margaret McKloskey, and Elizabeth McKloskey. Third was Wesley Millam and Campbell Button. For individual website, was Eve Flavin placed first, and second was Charlotte Shappellet. For individual exhibit, first was Arya Guliata. Second was Myriam Boyers. Third was Henry Foster, and fourth was Lillian Nikitianna. For individual performance, first was Haley Spinner. For historical paper, first was James Flavin. Second was Amina Burford, and third was Ashley Foster. At Bass Elementary School, fifth graders faced off against Lynchburg City School administrators, teachers, and the Lynchburg Police Department officers in a game of kickball on April 3rd to kick off spring break. At Linkhorne Elementary School, there was a Donuts with Grown-Ups event for the second and third grade classes. Students enjoyed grade-specific literacy activities and donuts with
017parents and guardians in late March. Thank you. That's it. Thank you very much. Thank you. Uh next is public comments, Mr. Conner. Okay. Um we We adjusted our public comment portion tonight by vote that we're going to allow 45 minutes of public comments, but we're asking all speakers to limit their comments to 3 minutes. So, everyone will get an opportunity to speak. In accordance with policy BDDH, public participation, members of the community are invited and encouraged to attend meetings of the Lynchburg City School Board to observe its deliberations. Any member of the community may address the board on matters related to the Lynchburg City Public Schools at any regular meeting. Persons or group wishing to address the school board may do so by choosing one of the following. Leave a voice message on the school
018board clerk's phone at 5434-515-5077. Messages will be played during the public comment section of the school board meeting. Address the board in person during the school during the public meeting. Persons desiring to address the school board by voicemail message shall submit the voicemail to the school board clerk no later than 3:30 p.m. on the day of the board meeting. Persons desiring to address the school board in person shall contact the clerk of the school board no later than 3:30 p.m. on the day of the board meeting or by signing the public comment form which shall be available to the public 15 minutes before the meeting starts. Each person requesting to speak shall identify the subject they want to address and if the speaker represents a group, the speaker must identify the group. Persons appearing before
019the school board will not be allowed to campaign for public office or promote private business ventures and should not use profanity or vulgar language or gestures, make comments about a public official or an employee that are not related to the public official or employees official duties, engage in behavior that disrupts the meeting or intimidates others or address the school board on issues that do not concern the services, policies, role and or responsibilities of the school board. Indivi- Individual speakers and tonight all speakers will limit their comments to 3 minutes. A total allotted time for public comments is 30 minutes which we've extended to 45 minutes on tonight. Voicemail messages to be played are also limited to 3 minutes. Priority will be given to in-person comments before voicemail in the following order: one, students, two, staff,
020three, parents, guardians, four, community members. Public comments are reserved for the public to provide input. The board does not respond to comments, answer questions, or otherwise engage in discussion at this time. The chair is responsible for the orderly conduct of the meeting and rules on such matters as the appropriateness of the subject being presented and the length of time for such presentation. No one will be allowed to make additional presentations until everyone who wishes to speak has an opportunity to make an initial presentation. Tonight we have 14 speakers and three voicemails. And our first speaker is a student, um Lily Yarborough. Good evening, members of the school board. My name is Lily Yarborough and I'm a ninth grader at E.C. Glass High School. I'm here to speak about the matter of Dr. Rule leaving E.C.
021Glass. I had Dr. Rule as my principal at Dunbar Middle School when I was in sixth grade and now as a ninth grader at Glass. With the short amount of had him, I can confidently say he has been the best principal I've ever had. I've never felt more seen and supported by any educator than I have with Dr. Rule. Dr. Rule does such a good job being in the hallways during passing periods and creating personal connections with students. He shows so much school support by going to sports games and other school events, cheering on the students. Dr. Rule is is kind and makes it known that he wants the best for us academically and personally. I'm sure you all are aware that there is a petition going around in support of Dr. Rule with 3,683
022signatures. I hope this shows the amount of people Dr. Rule has made an impact on and want him to stay. I think I hope you all consider asking Dr. Rule to stay at Glass. I think it would benefit students and faculty very much. I wanted to end this the same way Dr. Rule ends the school day. Dr. Rule, if nobody has told you they loved you today, Lily Yarborough and 3,683 others love you very much just the way you are. Thank you all very much for listening. I appreciate your time. Thank you. Okay, our next speaker is Alicia Roberts, a parent, a teacher parent, and community member. Good evening. My name is Alicia Roberts. I'm a mother of four children in Lynchburg City Schools, and I'm finishing my 15th year working for LCS. I would
023like to take this opportunity to recognize Dr. Rule for his 20 years of service in Lynchburg City Schools. Throughout his career, Dr. Rule has set high expectations for both students and staff while fostering caring, supportive school communities. At Dearington Elementary, he was not only an outstanding colleague, but also an educator who went beyond teaching core subjects. He led with discipline, accountability, and deep commitment to student success. As principal of Dearington Elementary, he led the school for 6 years during a critical time. When he began, Dearington was ranked in the bottom 5% of elementary schools in Virginia. Under his leadership, the school moved out of priority status and achieved full accreditation. That kind of transformation takes vision, dedication, and unwavering commitment. In 2019, Dr. Rule stepped into the role of principal at Dunbar Middle School. There,
024he continued to build a legacy by establishing a no excuses mindset, creating a culture rooted in respect and responsibility, and setting high expectations for both academics and behavior. His leadership prepared students not only for high school, but for long-term success. During his time at Dunbar, he implemented a student-centered approach using data-driven strategies to meet the individual academic and personal needs of each student. This approach has empowered students and to excel in academics, the arts, and athletics both in middle middle school and beyond. I want to say thank you, Dr. Rule, for all you have done to make Lynchburg City Schools a better place for our children. The resignation of Dr. Rule comes as a surprise to many of us. It raises important questions. Why is our division okay or content with such a strong leader
025leader leaving our schools? Why are we not doing more to retain him and others like him? What kind of leadership are we truly seeking? While I understand he made the decision to resign is it is difficult to believe that someone with his level of integrity, loyalty, and commitment would walk away from a school he is highly invested in with a plan to move forward. From a school division that his own children are proud to attend and participate in. And from a community he actively serves in. I am disappointed that as a system we continue to lose outstanding leaders, teachers, and staff while also struggling to maintain fully licensed and consistent personnel in our schools. This is a pattern that cannot be ignored. Who is listening to us as teachers and who is listening to our
026community? My children deserve better, your children deserve better, and our community deserves better. Thank you. Thank you. Our next speaker is also a parent. Please let's hold with with um any of those type of responses. Um Our next is also a parent, Jenna Haskey. Good evening. My name is Jenna Haskey. I've been an involved parent in LCS for 16 years with my four children at five different schools. We've had five superintendents, 14 head principals, countless other school leaders. Dr. Rule has been the strongest leader we have ever had. His resignation sent shockwaves throughout the community. His leadership has been built on relationships, time, trust, compassion, and consistency. He sees the goodness and giftedness in every child and knows how to grow and amplify it. He is a people-oriented, authentic leader who connects by personal example,
027not coercion. You can't manufacture or teach this style of leadership. So, the questions many of us are asking is simple. Why would he resign so suddenly from a place he obviously loved? If that was not his true choice, then what has been happening in E.C. Glass that we were not told? Did he have the support he needed to do the job he was asked to do? How are we as a community supposed to move forward without understanding what happened? Last week I spoke at City Council hoping that our elected leaders would listen to the thousands, including hundreds of business, nonprofit, and community leaders who have signed in support of Dr. Rule and the decades of work he's done for LCS. Tonight I want to talk about civic engagement and the lack of it right now.
028We teach students to seek the truth, speak the truth, and participate in democracy. The Virginia Department of Education defines civics as an essential study designed to prepare students for informed participation. The curriculum act of I act I Sorry, the curriculum emphasizes active citizens focusing on responsibility, critical thinking skills, and a representative democracy. Yes, you are meeting the minimum legal requirement for public engagement in Virginia standards of quality, but you are not meeting your stated transparent your stated commitment to transparency, community communication, and trust. We expect leadership that reflects the engagement and transparency aligned in your own policies. Trust cannot be built through silence or surveys. It's built by showing up, listening, engaging in real conversations with the people you serve. Many of us as have asked you for meetings or forums regarding the leadership change
029at E.C. Glass. We've been denied or ignored. Why? The superintendent and deputy do not even have their emails listed on the LCS website. Why is that so? Right now, the The for engagement we have is the opportunity here tonight, 45 minutes of one-way public comment, and then completing the survey. The questions on the survey do not even address the character and qualities of a desired leader, even though the preceding email about the survey says, "We want you to share your input on the qualities and priorities you'd like to see in the next principal." End quote. Where are we supposed to share that when there's not a space given? It is simply signed LCS. Who are we supposed to address regarding comments regard regarding the survey? We understand there are legal limits regarding personnel matters, but
030those limits do not prevent public communication about process process expectation for leadership or how decisions affecting a school community are made. So, we're asking directly tonight, will you commit to holding a public in-person forum where family, staff, and students can speak? Number two, will you provide a clear timeline for leadership decisions at E.C. Glass? Number three, will you explain publicly and specifically how community input will actually be used in shaping your decisions? And number four, will you state how stakeholders will be updated? Thank you. >> We have to find a way to work together. Thank you. It's okay for us to have differences. Thank you. Our next speaker will be Diane Younger, also a parent. Good evening, everybody. Good evening. Uh I came tonight because I have known uh Danny Boone for over 20 about
03122 years when he first came to Liberty, and I met him. And he's been the same ever since. And I know he will sacrifice his family, children to help other families and children. The second thing I'm here before but because I am a foster parent and I have adopted children. And my son came to the meeting this morning, and he said, "Mama, can't you go to the meeting and speak on behalf of Pastor Danny?" Y'all don't realize those kids be traumatized because they have somebody that they can really trust. If you ever dealt with foster children, adopted children, uh most of them are traumatized. And when you find somebody that they can trust, it makes a big difference in the community, in the school, and everywhere. That's all I have to say. I just hope
032everybody pray about what they decisions they make, and let us all make the right decision. Thank you. >> [applause] >> Please withhold applause. This is not the forum. The next speaker is also a parent, Consuelo Mosley. Good evening, everyone. I'm here to speak on behalf of Dr. Rule. I've had the honor and the privilege and the pleasure to work with Dr. Rule at Durkee Elementary for 4 years as a volunteer. He also on school day support my organization, Parental Alienation Awareness, with bubbles with the children. Um also, he's a awesome I worked under him. When kids got in line, he didn't have to hit them. He raised his stern voice, and they got quiet in no time. If you remove good leadership, this will have a tremendous effect on our students. We will In order
033to produce good and successful students, it first starts with good leadership, build a relationship with students. And most of all, this young lady said, love. That's what's missing in the school and the world today. At last, I would like to know the reason for Dr. Rule's resigning, because don't complain when these kids are out of hand, cuz if you have a another person in charge that can control the children, is it the children or the principal, or is it cuz y'all got good leadership that know how to build and understand children? Thank you. Our next speaker is also a parent, Claude Gardner. >> [clears throat] >> Um good evening members of the board, our superintendent, educators, families, and students alike. My name is Claude Gardner and I am here not just as a community member,
034but also as a single foster parent with a child in Lynchburg City Schools. My child carries a history of trauma, loss, and disruption. Experiences that no young person should have to walk through. Because of that, I know firsthand that the old saying is still true. It really does take a village to raise a child. And in this city, Dr. Danny Rule has been one of our village leaders. For more than 20 years, Dr. Rule has been the kind of educator and principal every parent, especially every foster and single parent, prays their child will encounter. He's not just the name on a letterhead, he is present. He builds real relationships with students who are thriving and with those who are barely holding it together. He sees the child behind the behavior and the potential behind their
035pain. When you're parenting a child with a traumatic history, a principal like this is not a luxury. Dr. Rule for us is a lifeline. National research confirms that many of us have what what many of us have already experienced, and that is that strong principals change lives. Studies show that an effective principal can add months of learning in a single year, improve attendance, and keep great teachers in the schools teaching. Principals who build trusting relationships and lead with integrity create safer, more connected, and more successful schools. For students in a diverse city like ours here in Lynchburg and E.C. Glass, the most diverse school in the city, uh where we have both privilege and deep poverty, stability and instability, those relationships matter even more. A steady, caring leader who knows children by their names and
036their stories can literally alter the direction of a young person's life. Dr. Rule is that kind of leader. He shows up early and stays late, listens to families just like mine and stands in the gap for students who don't who do not have anyone else standing for them. He's been a part of this village raising so many of our children. And in a time when school leadership is unstable all across this country, our principals are leaving and not returning, Dr. Rule has been a constant. This evening, I'm asking you to see Dr. Rule the way many of us do, as a gift to this district and not a problem that needs to be moved aside. I ask you to reconsider the loss of his leadership as a principal and to possibly imagine something even more,
037that his influence would expand. He has the capacity and the wingspan to help shape other principals, to support and hire strong educators across our schools, and to set a vision for this entire district. He is, in every way in my opinion, the kind of leader who could sit in the superintendent's chair and serve our entire community well. As a foster parent who deep who depends [snorts] on this village to help heal and guide a child with deep wounds, I am asking you from my heart, do not let this leader slip away. Keep him, elevate him, and let us remain WITH DR. RULE. >> [applause] >> NOW, I'M GOING TO ASK AGAIN, please do not applaud. We're allowing everybody an opportunity to speak, but it's not the applaud is just not in order for this forum.
038The next speaker is Delisa Rogers, a parent. Good evening, members of the school board. I stand before you as an employee of Lynchburg City Schools and as a parent. Um I'm not only a parent and a member of the community, uh but I hold Dr. Rule uh closely as a friend. He is the kind of leadership that truly makes a difference. I respectfully ask that you just review any factors surrounding the resignation of Dr. Rule. As a parent, I made the intentional decision to remove my two children from a local private school and I placed them in the hands of a leader I trust, and that was Dr. Rule at E.C. Glass. I know that I'm not alone in that decision. Uh there are other families in the community who have made that same choice
039because they believed as well in the leadership, care, and stability that Dr. Rule shows at Glass and that he provides. Dr. Rule is more than a principal. He's been a consistent and a visible presence in the lives of students, including my two. He is the one standing outside each morning greeting students at Glass with a fist bump and setting a positive tone before those students even walk through the doors. For many students, that moment matters more than we may ever fully realize. It tells them that they are seen. It tells them that they belong. He is also the man that my children see at track meets and at basketball games, present, engaged, and supportive. He greets parents. He connects with families. He quietly encourages students. Not loudly from the sidelines like I sometimes have been,
040but with a calm and with a steady presence that speaks just as powerfully. It's that kind of leadership that doesn't demand attention, uh but it definitely deserves respect. As a long-standing leader within this community and school district, Dr. Rule understands these students. He gets them. To him, they are not just numbers or statistics. They are individuals with potential, challenges, and stories that all matter, and he knows those stories. That understanding shapes the way that he leads. It shapes the way that he shows up every day and the way that he supports both students and staff. In a time when students are navigating and dealing with so much, whether it's academically, socially, emotionally, this kind of leadership is not just appreciated, but it's much needed, especially in our community. It has built trust and it has
041built stability. It helps shape a school environment where our students at Glass feel safe. They feel safe enough to grow, to develop, to try, and to succeed. The relationship Dr. Rule has built with students is not something that can be easily replaced with a survey. I understand that decisions like this are complex and involve many considerations, but I ask that you consider the human side of this of the decision made and the daily impact on students. The confidence that families place in school leadership and the example being set for what we value in those that lead our schools. Thank you. Our next speaker is also a parent, Martha Johnson. Good evening. I'm Martha Johnson, and I have three daughters, and for the past 25 years, at least one of them has been enrolled in one
042of our fine public schools here in Lynchburg. My youngest is a sophomore at E.C. Glass, and like many of her classmates, is devastated by Dr. Rule's resignation announcement. I am asking you, the school board and superintendent, to do everything in your power to persuade him to reconsider his decision and remain principal at Glass. He has been the greatest leader and community builder at the school that the school has seen since perhaps Susan Morrison and we need to keep him at the helm. I've heard rumblings that perhaps stepping away is not actually what he wishes to do. Hearing nothing from administration reinforces this idea. All we hear is that it is a personnel issue. Well, obviously we can all see that this is a personnel issue. That does not excuse administration from their obligations to their
043most important stakeholders, the students, staff, and families of E.C. Glass. Certainly there is communication you can legally share and have conversations you can have with people most affected. We deserve it, especially the students. In the absence of any explanation, we are left to speculate on why the administration would interrupt a leader who has a 20-year history of uncommon commitment and devotion. This speculation leads to an all-too-plausible theory that this body is not working to strengthen our schools. After all, the school board is appointed by city council who, as we all know, is not uniformly supportive of our public schools. It is not unreasonable to see this as sabotage. Destabilize an effective public school leader in order to prove the point about the failings of a public schools. Yes, there are plenty of things that need
044fixing in our public schools, but this is not one of them. I hope you will listen and respond to the community that matters most in this situation. Urge him to reverse his decision. Tell us what is really happening. Or don't speak of honesty, integrity, or transparency. Thank you. Our next speaker is also a parent, Aaron Mendez. Good evening, school board. I'm just an everyday mom. Um My son attended Dunbar um while Danny Rule was the principal there. Um he loved Danny Rule, and my son had a lot of trouble in schools, and um he was definitely a staple for him every morning, especially, and helped us out with a lot of issues, and I did a phenomenal job with my son, whom I was very concerned about. My 15-year-old, I would like to send him
045to E.C. Glass. He would like to attend E.C. Glass, and the only reason that I really was okay with that was because of Danny Rule being the principal. I am a little concerned for him attending, not knowing what is coming next, but I felt safe and secure with Danny Rule. Danny is not just a normal man. He's a man of honor, and strength, and courage, and persistence, and he will fight for our children, and will be strong, good presences, not just for my kid, but for the upcoming age of our generations to come. The morality of this man is an example to our children of how to grow to be honorable and good people to society. I don't understand why we would even accept his own resignation, even if he wanted to leave. We need
046more people in this world like Danny Rule, and we have him in Lynchburg in Lynchburg here in Lynchburg to take care of our children, and raise them up. Why would we choose to omit something so good and positive for our schools? We need good people and good men to guide our next generation to come and that is who Danny Rule is. I just hope that we can come to some sort of consensus and decision on something that is best for our children, our babies. Thank you. Our next speaker is community member Derek Brown. Good evening, members of the board, um school administration. My name is Dr. Derek Brown, former chief academic and student service officer for Lynchburg City Schools and public school administrator for over a decade. I personally know the weight of the principalship,
047arguably one of the hardest jobs in education. Um perhaps one of the greatest burdens and responsibilities of that job is to remain silent during times like this, to keep the focus on the kids. But tonight I hope to be a voice to the voiceless. Regardless of the circumstances surrounding Dr. Rule's departure, I believe that there's always an opportunity to show appreciation for those who have given so much for to our community. Over the past 10 years, I've had the great fortune of knowing Dr. Danny Rule both professionally and personally. He's a rare trifecta. He's been a principal who's led at the middle, elementary, and high school levels with excellence all along the way. As a turnaround principal, Dr. Rule has successfully led Dearington Elementary School to full accreditation. But what stood out the most to
048me was how he accomplished it. He led His leadership was rooted in a genuine care for students, not only academically, but personally. One of the most powerful examples of this was his creation of the walking school bus. Rather than allowing young students to walk the streets alone to school, Dr. Rule personally walked the neighborhood each morning escorting students safely to school. That speaks volumes to his character. Dr. Rule later succeeded me as principal of Paul Laurence Dunbar Middle School, where he built upon a culture of high expectations without excuses. During one of the most challenging periods in education, the COVID-19 pandemic, his leadership was ensured stability and kept the focus on academics during an unprecedented disruption. Most recently, I've had the privilege of working alongside Dr. Rule at E.C. Glass High School, where I watched
049him navigate challenging staffing challenges, accreditation pressures, difficult parent conversations, and concerns, and countless hours invested after the bell in the arts, athletics, and student life. He's a tested and trusted leader with deep, well-rounded skill set. But perhaps what has impressed me the most about Dr. Rule is how he showed up for the community after the deaths of several of his staff and students. I've watched this man console grieving children, comfort crying mothers, and support an entire community on their worst days with love, empathy, and high standards, with no excuses. Dr. Rule exemplifies kindness, integrity, and servant leadership. He's the kind of leader every school system should hope to develop and fight to keep. And while his time at LCS is undoubtedly coming to a close, my only humble request this evening is simple, that Dr.
050Rule receive a sincere, meaningful, and public thank you for his 20 years of service into the children and family of Lynchburg. He has more than earned it. Thank you for your time. Thank you. Our next speaker is Kay Vaughn, a retired teacher. Before I get started, I I figured out did the math and 14 * 3 is 42, so actually we I'm hoping you'll give me an extra 3 minutes. >> three voicemails as well. Okay. Well, it was a I had to try to My name is Kay Vaughn, and I've come here tonight as a representative of E.C. Glass Alumni Boosters. I've been a faithful Hilltopper for 66 of my 80 years. My husband and I both lived our whole lives here in Lynchburg. I'm a '64 graduate of Glass and a teacher for three
051different decades at E.C. Glass, Dunbar, and the Pride Center. Uh now, I'm just a a volunteer, not just but a volunteer, and I spend a lot of my time at E.C. Glass. I have known uh professionally and personally 14 of the 17 principals since 1920 when Lynchburg High became E.C. Glass. And I can say with certainty and authority that in just three short years, Dr. Rule has earned the title and the choice of everyone I know as being in the top three of those principals and is the best thing that has happened to E.C. Glass since Dr. Roger Jones. People have told me I've been waste I would be wasting my time coming here tonight that you all have made up your minds, but I don't believe that. I believe you will listen to the
052stakeholders and ultimately decide to revisit your decision and respectfully ask Dr. Rule to withdraw his res- resignation and more importantly wholeheartedly support him and his vision. It is his calling and he is so good at it. So, why is his leadership style, which is leading with love, why is that being challenged? We stakeholders need to know. He has successfully applied it everywhere he has been, elementary school, middle school, and at E.C. Glass for 20 years. I was privileged to be on the selection committee to hire Dr. Rule 3 years ago. He was a unanimous choice then and was enthusiastically hired by the group school board. His goals, strategies, and style have not changed since then, and he has had tremendous success. He's not perfect. None of us is, but his heart and soul go into
053this job every day. This is his calling and he needs to be supported. You've seen the petition. You've read Hopefully, you've read what the students are saying. One One student said, "I come to school each day only because of Dr. Rule." Another student said, "Dr. Rule saved my life." Uh we all have our stories about what a wonderful human and and principal Dr. Rule is, but I want to tell you my own personal story. I had a horrible teacher, math teacher at Glass when I was there. She She called me stupid every day. Every day. And she was allowed to stay for some reason. Uh but I would go from her class to my English class where my English teacher told me that I was gifted. That I was smart. And I believed her, the
054math teacher, but I When I went to my English teacher, I believed him as well. Please, let me just read this last thing by uh education >> to give everybody an opportunity, ma'am. We'd like to give everyone an opportunity. We have a lot of people that have also signed up to speak. Our next speaker is Bill Evans. Thank you. >> [laughter] [clears throat] >> My name is Belle Evans and I'm a graduate of E.C. Glass High School. Both my sons graduated from Glass. I'm a former special ed teacher for Lynchburg City and I also served as a member on the Lynchburg City School Board. I'm here tonight because what's happening at E.C. Glass should concern every citizen in Lynchburg. And it should especially concern this board. Glass serves one of the most diverse student populations
055in our city. That diversity is a huge strength, but only if students feel seen, supported, and connected. And connection is the foundation of a strong high school. Without it, nothing else works. And connection starts with leadership. A principal's greatest impact isn't just policy and discipline, it's relationships. It's knowing students. It's earning their trust and creating school where they feel like they belong. That is something that cannot be taught, trained, or replaced. Dr. Rule has demonstrated that he brings those qualities to Glass. There's been speculation that discipline at Glass hasn't been as consistent as it should be. Fine, then address that. Uh put the right people in place and systems in place to support that. You don't remove a leader who has finally connected with students, especially in a school that's needed that connection for years.
056Because discipline can be supported, systems can be improved, but the ability to truly connect with students is rare. And when you have it, you protect it. When you remove a leader like Dr. Rule under unclear circumstances, you don't just lose a principal. You send a message, and that message is student connection is not being prioritized. You break trust, you destabilize a school, and students feel that immediately. We cannot say we prioritize students while removing the very leadership that helps them feel seen and supported. We deserve to know these decisions put students first, period. Our students deserve stability. Glass deserves a leader like Dr. Rule, and this board has a responsibility to recognize and protect what is working at EC Glass. Connection is what makes students show up, engage, and succeed. This isn't new. Lynchburg City
057knows this, but they need to be guided by it. I am asking this board to re-evaluate this situation and publicly clarify the standards and priorities being used to make leadership decisions that directly impact the students. THANK YOU. >> [applause] >> OUR NEXT SPEAKER IS ALSO A COMMUNITY MEMBER, Mitch Richards. Peace, everyone. My name is Mitch Richards. Um, I represent a nonprofit called For the Love of the City. Um, honestly, I did not expect to even sign up to speak. Um, and I love the kids, but I usually let other people who might feel a little bit more passionate about uh certain things speak on certain topics. I had the privilege or the honor to be a part of a program uh led by the uh late great Dr. Caldwell. I got an opportunity to mentor
058at EC Glass, and being that I do youth violence intervention, this was just a perfect opportunity. It just allowed me to work with kids that could avoid a path that I took that changed my life. Now, I was able to be resilient and rebuild it, but there were so many things that could have been done. So, getting this opportunity was wonderful. I walked in the hallway, and I saw this guy with a three-piece suit on. Hold on. I saw this white guy with a three-piece suit on and Jordans. And I said, "Oh, he's just a cool teacher. It's no way every single time I step in this school he's in the hallway every time the bell rings." Right? He just got to be a teacher. So, I end up talking to him. Find out he's
059the principal. Then once I find out he's the principal, I start going to different neighborhoods, the Meadows, Dearington, Greenfield. I go to all these different neighborhoods and I start meeting a lot of youth or people that might be 20, 21 who had interactions with Dr. Rule. And they all said how he impacted their lives. Now, that is not something that a lot of black youth, especially black male youth, say about a white man. Period. He touched me in that moment. I knew that he was crossing lines that weren't meant to be crossed. Because schools are meant to be filled with teachers and disciplinarians, not people who can relate to these kids and actually go into their neighborhoods and help them through some of these traumas that they dealing with on a daily basis. And he
060takes it upon himself to do that. So, I think you know, we we're we're uh as a community we're asking, you know, why he's being removed. I think we need to ask why anytime an administrator is being removed or resigned, why isn't the room filled up just like this or why aren't there that many petitions being floated around just to keep that person in? That must mean something special about this brother. He does not need to be overlooked. Our schools need to be filled with people just like him. And if they're not, then we need to be asking ourselves do we really care about the kids of this city? PEACE. >> [applause] >> OUR NEXT SPEAKER IS Fantresca Blair, community member. Good evening, members of the school board. My name is Fantresca Blair and I'm
061a local community member and I want to speak today on behalf of Dr. Danny Rule, whom my heart truly goes out to. Ever since I have known Dr. Rule, he has treated me with the utmost kindness and integrity as if I was not a random stranger, but a member of his own family. When I relocated to Lynchburg, he provided me with valuable resources in order to sustain my life within the community of Lynchburg and Virginia as a whole. He offered consistent assistance and feedback and always checked in to ensure I was doing well. As a local community activist, I like to be on record that I have observed Dr. Rule with children of all ages, from zero to college, as well as adults, and he has had and still is making a huge impact on
062my life and the lives of us all. His contribution to education in general and the LCS system is extraordinary and I believe there is no one who can take his place in tenure dedication, commitment, sincerity, and his pure support of heart that sees no bounds, no colors, no genders when it comes to children and humanity and the success in education as well as life as a whole. With over 3,000 plus signatures and countless comments from students, teachers, staff, and community members alike, it is my plea to this school board to reconsider terms and conditions that led to the resignation of Dr. Rule, and so that he's able to continue his daily success efforts. It is my firm belief that he should continue as the principal of E.C. Glass because he is truly the students and
063in community's best asset. We love you, Dr. Roll, and are standing behind you the way you have stood with us every step of the way. Thank you. >> [applause] >> That's our final in-person speaker. We now have three voicemails. How much time is left, Mr. Clerk? 7 minutes. Hi, my name is Beth Waller. Uh I have three children who are in the Lynchburg City Schools, including one ninth grader. And I would like to implore you to do anything you can to retain Dr. Roll to finish and stay. Uh he unifies our community. Um we have really believed in Lynchburg City Schools once they became the best school around. Um I think that letting him go uh is going to be the most divisive thing to do. We already have some current issues after the last
064superintendent. in the schools. Um parents really don't uh trust the school board uh since then. Uh I had ended keeping notes. And um I really uh think that what our community needs right now is uh what we want to uh help administrators and teachers stay. And let their plans be um played out. Let's see Um a good school has teachers who have been there for a long time as well as administrators who have been there for a long time. Uh who lead. And and that is is what we want. We don't want all this turnover. Um especially not of Dr. Roll. We love him. Thank you. Hi, my name is Scott Weedy. I'm a father of four children, three of whom are currently at E.C. Glass. Uh I'm actually going to be at the E.C.
065Glass tennis match this afternoon, so I had to leave this voicemail uh because I won't be able to be at the school board meeting today for that reason. Like many, I signed a petition encouraging the administration to do something, anything, to keep Dr. Danny Rule as principal of E.C. Glass. His resignation has created a moment of concern for thousands of us. Dr. Rule leads with care and compassion more than any other employee in LCS that I've ever encountered. I've always been a big believer that you can know a leader, at least in part, by who is willing to follow him or her. If Dr. Rule does not feel like he can lead in this school system right now, we're all in trouble. Said another way, if he's not able to follow the leadership of this
066school system, then maybe we should start asking some hard questions. I would love it if we could get Dr. Rule back, get him to undo his resignation, but if we can't, then I hope that the school board will take the difficult step to fix the problems that caused us to lose him in the first place. So, school board, where is the problem? Is it with the new superintendent? I don't have the ability to know, but you should. Whatever the problem is, all the way up to maybe needing to search again for a superintendent, you need to take the steps to make that happen. Personally, I'd rather have Dr. Rule back as a principal, even if it means we have to reopen a superintendent search. I understand that's a really big statement, and I also understand
067that new leaders need time to implement their methods into a system, but my kids don't have time for you to wait and see how this might work out. We can already see how it's working out. If you decide to wait or not take the necessary action now, wherever it's needed, you're sending me the message that my kids are not worth it for the remaining years of their education. It's hard to admit when you've made a mistake, but it goes a long way when you do and take the action necessary to fix it right away. Thank you. I'm missing. Hi, my name is Shavon Jones and I'm calling to to voice my opinion about principal Danny Danny Danny Woods at EC Glass. I want to say that he is such a wonderful man a wonderful man.
068He has a good character. He he upholds the the kids to be strive to be excellent. And I have seen him over the years that with his own kids and with the kids at my church at Ramp Church International. He's a youth pastor there and he has so much patience. He's kind. He has a good character. He treats every child regardless of what race they are with respect and he honors them and they show respect and honor him as well. He he is kind. He He He don't He's not He don't hate. He He's always patient with the kids. He speak with authority and he upholds himself very well. My name is Shavon Jones and my daughter was in his um What do you call it? Sunday school class and he did such a wonderful
069job. To this day she is 19 and she's still doing well from the just him being a father figure a great male figure and just a great character all around. I recommend him to stay many many more years to come. Thank you and have a blessed and wonderful day. Bye-bye. This concludes our public comment section of our school board meeting. Thank you, Mr. Connor. Uh next one is the consent agenda. Is there a motion to approve the consent agenda? Motion. Second. Madam Clerk, will you please call the roll? Mr. Barron. Yes. Mr. Ali. Yes. Mrs. Lowry. Yes. Mr. Connor. Yes. Dr. Gupta. Yes. Mr. DePaul. Yes. Mr. Poe. Yes. Motion passes. Thanks. Next is finance report, Dr. Maggett. Yes, I will turn this over to Ms. Jamison. Thank you. Good evening, Chairman Gupta, members of
070the school board, and Dr. Maggett. So, thank you for the opportunity to address you. You have before you [clears throat] the March 31st, 2020 6-month end financials. As of March, we are 75% of the fiscal year complete. Um the percent of revenues that we have uh collected versus the original appropriation so far this year is at 71.26%. The amount of expenditures versus the original appropriation is at 72. 62%. So, they're in running neck and neck there. The total expenditures inclusive of encumbrances um equates to 98.88%. We always want to see that below 100%. So, notable expenses um with variances of 100% greater than 100% um that we had in March were in our homebound instruction, our personnel services, our attendant services, and health services for our purchased services. Most of those were encumbrance-related overages, which
071should balance themselves out towards the end of the fiscal year. The on your statement of revenue, the total amount of revenues received so far this year is at 84,911,535. That's 71.26% of the budgeted amount. Of the total state revenues equated to 68.15%. Federal revenues equated to 46.35%. They're a little laggy. And then local revenues equated to 77.97%. Thank you, City of Lynchburg. Our miscellaneous charge and charges for services collection rates are at 107.23%. Thank you for some insurance recovery costs pushing us into that 107%. And then 47.10% on charges for services. So on our moving on to our monthly summary report, in March, our claims dropped by 469 million dollars. So they came in at a negative 1.395697 million dollars. So we're heading in a right direction on those claims. We're less negative. Yeah. So
072I did have a meeting with Anthem and our consultant Smart 3 today exploring strategies to help alleviate some of the strain on costs associated with providing health services to our employees. I will be presenting those strategies first to Dr. Magette and then to the finance and facilities committee meeting at their next meeting. So we're looking for ways to help alleviate some of this these over expenditures and and things of that nature. So that concludes the end of my report, short and sweet. Um if you have any uh questions, I'll be happy to entertain those. I have Um at the bottom of the fiscal year 25-26 operating budget, where it says um FY2026 year-to-date total, the balance, is that is there a like we have this much I have this much money to spend, and is
073this the balance of it? This is >> So, are you on the summary sheet? >> Um yeah, the very last one, the last item on the three >> The summary sheet. Mhm. I'm just wondering, is that 3 million So, the year-to-date total for FY26, um that is how much of a deficit we have in health insurance right now, that $3 million. So, remember we do we do have health insurance reserve, and we are uh we do have a few more months of our our um receipts that we will take in. So, hopefully our claims from our our winter months, where everyone got their served uh their services, hopefully those will balance out, and then our receipts will start to catch up to them, and hopefully have less of a deficit. But, you know, let's face
074it, in my meeting um today with the the health insurance consultants, health insurance isn't getting cheaper. Um so, we're just going to have to get creative in how we manage that going forward. So, yes, ma'am. >> Thank you. All right. Any other questions? Thank you. Thanks. Uh next is administrative update, Dr. Midgett and Dr. Davis. Yes. So, good evening. I know they'll be pulling the presentation up. School board members, staff, uh members of the community who are remaining tonight, Dr. Davis and I are going to provide an administrative update of the work happening across Lynchburg City Schools. So, as I'm in my 10th month as superintendent here, I want to acknowledge that much of the work taken place isn't always visible. And so, this presentation is intended to provide you all with a series of
075focus updates just giving you updates as we move along. So, it's not all encompassing. It does not capture every day-to-day action, but it does provide clarity into the systems that we're building and the direction that we're moving. So, our goal is to ensure that the board and the community has a clear understanding of how the work is developing and why it matters. Next slide, please. Okay, so when you look at this next slide, this is Lynchburg City Schools by the numbers. We want to make sure that you all saw the demographics. These are the same demographics that we shared with our citizens group with the city, but we felt that it was pertinent for everyone to see where we are. So, fall 2025 school quality profile data we have just over 7,000 students in grades
076K-12, 356 pre-K students, 66% of our student population is economically disadvantaged, 15% of students with disabilities, and a little over 5% are English language learners. We serve all of these students across two pre-K academies, 10 elementary schools, three middle schools, two high schools, and then we have the regional centers. You see Lower Regional Center K-12 for students with disabilities, and then I Fort Hill Alternative Ed Center. The next one we look at it, demographics, schools versus city. Um in looking at this, I wanted to have a snapshot of what our community looks like and then the population that we serve. So, as far as the school division, 48% of our students are black, 29% are white, 10% a little over 2% um 10% of two or more races. Hispanic students represent nine a little well
077almost 10%. Asian students 1.4% and then 2/10 of a percent American Indian. When you look at the city in comparison, 27% of the student I mean the city population is black, 61% is white, 6% two or more races, uh Hispanic 5%, Asian 2.3% and then 3/10 of a percent for American Indian and 2/10 of a percent for Native American. So, I wanted to just give a snapshot of what we look like as a school division, but then what do we look like as we look at the broader community. I have a question. Yes, ma'am. >> Those Those numbers um are the census just taken by the adults in the household? That's why the school demographics numbers are much higher than the other? The children are not counted in or I I believe the household is
078counted in, but that's just the population that we serve in the school division. >> Percentage of the school population versus city population. City. Oh, okay. Got you. All right. Okay. All right. So, if you look at the next slide and as I before I dive into this, I I want to be clear about a few things. Um I recognize um whenever we present data, it's well there are good things happening in Lynchburg City Schools. And absolutely they are. But I do think we have to question and ask ourselves when we look at where we are, whether those outcomes are reaching the majority of our students. Are those good things happening for the majority or are those good things happening for those who have access, advocacy, and opportunity? And I think that's a question that I
079I constantly ask myself and you know, the team and I we discuss when we look at this data. Yes, there are good things happening, but I think we have to be realistic about where we are so that we can move forward. [clears throat] And because that distinction matters, our responsibility is to ensure that not only a limited that not only good things are for a limited few, but it's experienced by all students in whatever success is defined for them. And the status quo is simply just unacceptable. So, when you're looking at this, this data reflects that you see reflects both areas of strength and areas we must improve. So, we recognize this. One school is distinguished, three are on track, seven are off track, three schools are identified as needing intensive support. This was all
080data that was presented in December. So, what you heard last month was not the first time it was presented. When we received it from the Department of Education, you all received it. Lynchburg City Schools ranks 122 out of 131 school division. Wasn't new information. I believe I said that in September or October when I first received the the information. Nothing's new about it. So, this board recognizes it, but I just want to circle back to it. But, I also want to speak to the fact that there's been a significant decline over the last 20 years. 20 years. We went from 75 to 122. That's important to note, and that's something that we have to look at. So, when we start looking at what we need to do, it really reinforces the fact of hey, we
081have to have consistency in our practices, and we have to have strong systems so that we can get the outcomes that we deserve for kids. You repeat to what you just said, that in last 20 years we have gone down from rank of 75. Yes, you've gone from >> of 122. Yes, 20 years. Yes, it's been a significant decline over the 20 years. Yes. So, if you look at the next slide, thank you. When you start we've been talking about developing a strategic plan all year. And this board, we've received community input, the staff has really been working really hard, the administrative staff with getting the strategic plan going with our vendor. And that strategic plan we recognize gives us direction. When we're absent of a plan, even if you extend it for a year,
082and extend it for a year, if that plan is expired, that's extinct. So, for 2 years of 2 years of that 20, we haven't had a clear road map. And really, if you count in this year, you know, that that makes it three. So, we recognize the need for having a strategic plan in place, and working diligently diligently to do that. That strategic plan, and I'm not going to read the goals to you, but I just want to speak to it because I know you've all seen it. But, it gives us direction. It outlines where we're going, and what we value as a division. It doesn't define the detailed systems, and I want to be clear about that, that required to carry out the work day-to-day. But, it and it does not tell us how
083to build, I'm just using some examples, I'll speak to it. It doesn't tell us how to build licensure tracking for human resources. It doesn't tell us how to develop curriculum that we have in a timely manner, or having curriculum in place. It doesn't structure how we work with the community for community engagement. But, what it does is it's going to provide a framework in that direction for the alignment. And our work now is building that internal capacity so that we can bring that direction to life. So, we recognize that, yes, we we need a strategic plan, but there's work that still has to be done because we work for kids every day. And so, I want to sort of explain that piece. Next slide. Thank you. So, when you look at this diagram, um and
084I like using a lot of analogies. I want to give a little bit of context here. Um this is a relatively new executive leadership team at the central office level. Um people are new in their roles. I'm new to you all. Several people have shifted. And in many organizations, when you enter the organization, they're already established systems and structures that guide the work, regardless of who's in the role. So, you should be able to come in and step in and know who does what, what that role does, how they do it, why they do it, when they do it. Just timelines, and and information. But, what I found when I arrived was that many of those structures were either inconsistent or not in place. So, you're building it. Um and that means that we're not
085only trying to lead the work. I'm not going to say trying. We're not only leading the work every day, but we're building systems that allow that work to function and so that we can be effective. So, I want you to look at this diagram. It represents a foundation. You're building a house, got to have a foundation. Needs to be a foundation there, right? So, you can't build a house without a foundation. You can't build a strong house on unstable ground. And I I think sometimes we say, "Well, we're not seeing anything happening, you know, what's happening? It's not It's not there. I don't under- you know, I don't understand. We're not seeing it. It's not visible." And I can understand that perspective. Not saying I agree with it, but I understand it. Because the work
086of building systems is not always visible. When you go to search for a home, how many people go and say, "Oh, that is a nice-looking foundation there." No, you're looking at what's aesthetically pleasing to you. "Oh, that's a nice porch. The windows are gorgeous. I'm going to have a nice view." We're looking at the exterior. Rarely do we notice a foundation until you look and you see you got a little crack in the foundation. You got to get somebody out there to fix your house, right? But, imagine coming in and there there's no foundation. So, the reality is that home doesn't stand without that foundation. And the work that we're doing now, no, it's not visible. Nobody goes by and say, "Oh, they're laying a great foundation on that house." All of that's not visible
087because that's work that happens often times and goes unnoticed. But, we're in that process of creating those systems and processes that allows everything to function as it should. So, I want to give you a few examples. Next slide. Okay. I want to give you a few examples. And I want to explain again, systems define what we do consistently, process define how we do it step by step. And if we don't have both, things become inconsistent and we have the same issue that we're we're facing right now. So, I'll give a an example. And all of these are not all-encompassing of all the work that we're doing, but I want to give a snapshot tonight. Human resources, when you think about it, system, structured way to ensure that every position is filled with a qualified and
088supported employee. Process, making sure that we have step-by-step actions that move hiring from lice- hiring and licensure from start to finish. So, when I say before, my before is July. That's all I can tell you. Inconsistent hiring procedures, limited follow-through in the hiring process, and then absence of clearly defined division-wide system tracking supporting licensure. And I'll just be honest, there were people when I got on in July, they said, "Oh, well, I was, you know, they're finding out in July that they were approved by the board in February or March." So, guess where those people are? They went to other divisions. They left. This is the reality. Because when you don't have a clear system in place, that's what happens. Who's going to stick around? We all have to pay bills. So, that's what people
089are going to do. They're going to move on if they don't hear from us. So, what we have in progress is defining clear hiring steps from vacancy to onboarding. It's not enough to post a position. It's not enough to interview. It's not enough to get board approval. And then, "Hey, I'm going to follow up with you months later." That's unacceptable. So, that's when I talk about systems, we're putting those things in place because we got to have a process for doing the work that we do. Establishing checkpoints and accountability measures. Making sure I always say, you know, uh sometimes I'm the queen of questions and I have too many questions and then circle back. Make sure you close the full loop on things. We're making sure that those things are in place. Implementing an organized
090licensure tracking system um with monitoring and support. I've heard personally from staff members that, "Hey, I turned in, you know, I submitted my licensure application last year. I gave my transcript last year. I never heard anything back. It never moved. It was on a desk. It was in a folder. It was in a drawer. That's unacceptable. And we recognize that. So, those systems we're putting those structures in place now. Doing those processes. So, those are things the public doesn't see, but that's what we come in on Saturdays and Sundays and spend our time doing because we recognize that these are things that have to happen because it supports staff. Potential impact. Our goal is to have a reduction in vacancies. Reduce the need for long-term as many long-term substitutes. We have some schools that they're
091written with long-term substitutes. I'm appreciative that the people show up, but at the same time we have to build capacity and get people in place and have it appropriate. So, one of the things Next slide, please. Okay. So, one of the things that we're looking at, I know right now we've had that classified teacher program, but we're looking at more something more streamlined that makes sense. The Lynchburg Educator Access Program LEAP. Um Ms. Brown, her team are working through the details now. Just providing an alternate pathway for people to get to licensure. Um and support them with structured guidance. And she can tell you herself when they first came with the idea, I was like, "Oh, yeah, that's great. How are we getting there?" And I want to see step-by-step and who's checking what as
092we go along the way because it's great I can throw something out there, but if I don't have any accountability measures, I'm just wasting everybody's time. Next piece. Um and then those are just some general things with eligibility and entry to it. Looking at people being on a 1-to-2 year track with working on this licensure. You shouldn't get on and sit there for 4 years because there's there's a disconnect. Either we didn't evaluate it properly or you didn't have the level of commitment, but there's something wrong there. So, so that we have proper tracking. We're looking at Do you have a bachelor's degree? The vacancy rate. So, there'll be several things that we look at there. So, I wanted to give you that example of that. Another area is instruction. Um same thing. System, a
093division-wide structure that ensures consistent high-quality teaching and learning. Process, daily practices that we use to plan, to teach, assess, respond to student needs. So, when you look at this, and I'm just I'm put it out there, and I know Dr. Davis will touch during her portion, but before, when I say it got here, limited unclear curriculum guidance, absence of a fully Bless you. Fully developed year-long curriculum at the division level. That limits a teacher's ability to plan. I was a teacher that my summer work, I at least outlined kind of what I thought I was going to do for the year. You recognize it's going to adjust, but I wanted to come in to my classroom and and plan ahead. Well, one of the things that I realized when I was here, and I felt
094bad because I kept asking Dr. Davis, why are there so many instructional support people in central office so often? Why are they here? And she would say, "Dr. Majette, they're working on curriculum." And I was like, that's summer work. You always revisit curriculum in the summer, you make your adjustments, things like that. And she would say it at time and time again. Well, finally, I caught on because that we were we thought we were speaking the same language, and we weren't. I realized that we're just a step ahead of teachers in developing the curriculum, but a little bit ahead of them doing it. That's unacceptable, but guess what? That's a structure, that's a system, that's something that's core that isn't there, that wasn't there. So, that's not the shiny work that everybody gets to see,
095but that is that work that, "Hey, now we have to put in this extra time, these extra hours, because we're supposed to put these things in place." So, of course, in progress, and and she'll speak to those things, clear curriculum pacing expectations, aligning planning, teaching, assessment processes, and that impact will be stronger, more intentional planning, more consistent instructional delivery, reduction in persistent learning gaps over time. It's all foundational pieces that have to be there. Dr. Davis. Good evening. Thank you so much, Dr. Magee. So, as we're talking through the curriculum development, where we are, the state of the curriculum, when we talked through multiple times for that high-quality instructional material or HQIM, that's what we call true true tier one instruction. Um and it's what our students deserve. It's grade-level instruction. It's what they what
096they need to thrive. 2024 and 2025 marked that per our literacy plan, where we moved into 2024 that K through 5 and really adopted the Benchmark Advance curriculum for literacy. So, we're in our second year of that. 2025, we started uh restarted HMH for 6 through 12 for that literacy program. And again, both are recognized and located within um within our adopted literacy plan for Lynchburg City Schools. 2026, we've already actually started training for high-quality instructional materials on the adopted math curriculum, where we're going to transition using Go Math uh at the elementary level and HMH, and we're going to transition into Kiddom and Math Space. So, this upcoming year, we're transitioning fully into that HQIM again for math. History and science, we'll fully transition. The goal is for 2027, and I want to be
097clear that the transition for that is because we are still awaiting instructional materials from the state. But, in lieu of sitting and waiting and not having high-quality instructional materials, we will have physical copies of instructional materials and supports and resources provided for our students for the upcoming year alongside that training throughout the summer and the school year to support that work as well. That lack of consistency for tier one materials being used and consistently implemented, so it's not the fact of having it, but using it and implementing that. Um, it's only being offered through virtual formatting or kits throughout the year right now. So, thinking about the science kits that are being offered at the elementary level and a lot of virtual textbooks. So, we hear a lot about use of Chromebooks. Students are having
098to use Chromebooks because a lot of our textbook textbook materials are in that virtual format. So, wanted to give clear delineation for that as well. It's not that they just want to be on it, but that's what format has been offered. So, we were making the true transition to actual materials where you can turn and read um, and look at a page. Um, pacing. If you hear logs, we talk about logs a lot. They are our learning outcomes and goals. They are our pacing guides. Based on the new high-quality instructional materials and curriculum resources and updated SOLs, those are actually being revised and updated as we speak. So, those are posted and please know that we have had to remain a quarter of ahead a quarter ahead as Dr. Majette spoke to. Um, because we
099were not able to get out ahead of that fully based on the changes, the implementation across the board going into this year into this summer, we will have all of that fully updated and will begin to plan and view on the material based on our recent acceptance of grants um, for our folks as well. The status for July 2025, the instructional teams were actively building, actively building in here daily. And we don't have a large instructional team. They were creating and aligning those instructional guides and resources, creating assessments by hand and instructional resources throughout the year to provide needed instructional materials and those supports for our school division. So, those were being created. Next steps we're working toward is preparation for updated instructional materials including those pacing guides, resource guides, instructional plan resources, and assessments,
100and they will be completed and aligned and made available for all staff prior to the beginning of the 26-27 school year in preparation for planning purposes and training purposes as needed. Please know that no matter what we do, curriculum development is always going to be ongoing, but we are addressing those inconsistency and strengthening the pacing across the schools. We may have started behind, we will not remain there because we recognize the importance and significance of that for students. Next [clears throat] slide, please. So, as we're talking about instructional focus, it's not just about those instructional materials for leadership development, but we are partnering with the Virginia Association for teaching, learning, and leading. We have actually already started that process to strengthen strengthen and streamline our instructional process across the board. What do we go in
101and see? How do we provide feedback? What does that look like? We are engaging all middle school administrators on the previous slide, Dr. Majette alluded to those schools who are ATSI or TSI, so our federally identified schools. All three of our middle schools are are federally identified, and two of which have been there for several years. So, that is why there was an intentional focus to start there. We do every walk in conversation alongside that team. It's myself, Dr. Majette, and Ms. Sarah Campbell, and we are there for every observation in every school debriefing, having those conversations. Our supervisory team and coordinator team at the division level, it is important for that communication to be streamlined, is also participating in that process so that we can be readily available in buildings at minimum of four
102out of five days next next school year so that we can provide that instructional depth and support as well. We are again actively walking classrooms. We are in classrooms daily. We, on top of those visits that Dr. Majette has been doing, she has also been alongside us for almost 100 visits at this point in T classrooms with the note-taking and it has been a very refreshing and refining process for us. Um we are building a shared understanding of high-quality high-quality instructional materials and feedback. Time and time again, we can give folks stuff, but if we don't train on it and we don't check back in on people and we don't provide that equitable quality support, it means nothing to have it. It's just something to check on paper and we want to be beyond that.
103We want observations to be meaningful, not to check a box. We want growth to be meaningful and purposeful >> [clears throat] >> to benefit all stakeholders in the community. There is increasing consistency and alignment across all middle school leadership. We were in a building today and the testament to that was, "Thank you so much for pouring into us." "Thank you so much." And And that is a strong testament to our superintendent for saying we needed this and we're going to go out here and we're going to walk alongside you. But thank you for this. We've grown in tremendously at this point. It's important to know that we're expanding this work to the high schools as well. So, we've started with our supervisory teams in the middle school team and then some of our central office
104staff. That work is going to be extended to the high school level moving through the summer with instructional supervisors so that we can further strengthen that instructional leadership and support. Next slide, please. We are also participating in the comprehensive literacy state development grant or the CLSD and that is that partnership with TNTP with all of our elementary schools. So, you may look and say, "Okay, we're pouring a lot into those middle and high school folks." Nope, we're also pouring TNTP across the board. This is our second year with TNTP and we have a robust team that is serving. It's not one or two people coming. We like to call it our many army that comes into our schools and provides that instructional support. Um so, LCS, it says elementary and middle. Middle school will pick
105up their TNT P process this summer with that training and they are strictly on observations at this point to provide that support alongside um the work that we are already doing. We're receiving that additional literacy support. We know that it's an area of concern or need and it's not a button or program that we can implement to make it go away. I can assure you if there was, we would be on top of that and I'm sure several other folks would be as well. But that funding is going to ensure that schools have those structures. We've talked a lot about structure and foundation, the tools, the capacity, and the resources to increase literacy growth and achievement for all students. Once we can increase that literacy growth, we can then start to impact other subject areas
106as well. We partner with division leadership to clarify those expectations for those high-quality instructional materials and strong planning and what should be made visible in classrooms. We're going to strengthen that instructional planning instruction and structure, excuse me, so teachers consistently internalize not the externalization process, but internalize the unit lessons with focus on building meaning from the text. Building the capacity of literacy coaches that are in each building at the elementary level and we do have reading specialists at the middle school level as well to support teachers and students in preparing instruction that prioritizes text-based questions, tasks, and evidence-driven thinking that higher-level rigor. We're going to monitor progress and regularly debrief instructional evidence to refine guidance and support over the time. People are working hard to make sure that we have we're impacting every level. Next
107slide, please. So, when we're talking about what these measures are and what it looks like, what is that assessment system, the instructional resources and testing? I spoke to the literacy plan and there's a link here for you to refer back to it just as an easier find. Please know that that was implemented for K through 5. It was voted upon with the board and approved in 2024 and then we did the approval for K through 8, which was the requirement in 2025. Again, heavy focus on high-quality instructional materials for literacy K through 5 benchmark advanced for in our second year. We are still utilizing foundations because that is in our literacy plan and what we've committed to as a supplemental resource. And HMH into literature is what we have utilized for 6 through 8. And
108we are HMH is not new, but the update to HMH and the implementation process and training that is new for our teachers. Um we just recently finished up within the last month of professional learning again at the middle school level for that 6 through 8 group and we received a huge thank you and said how impactful that training was and how thankful they were for that and we're excited to move forward through the summer. Math, we started that training so that we're not waiting until the school year starts for this new curriculum. We started that training in March. Um through the adoption, it an overwhelming adoption of the K5 we're transitioning from Go Math to Kiddom in 2026-27, um which is heavily utilized across and has been adopted across the Central Virginia region as well.
1096 through 8 is going from that HMH math to Math Space for 2026-27 and that will reach through Algebra 1. Please know that our science and social studies, again, we're waiting for VDOE VDOE to share the approved HQIM list, but we have in the meantime secured instructional materials and resources that are hard copies that we can physically put in front of staff to train on and as students can have. Next slide, please. So, when we're talking about requirements for state tests, I know we talk a lot about students are testing, they're testing, they're testing. We have to adhere to the state regulations. VKRP is the pre-K and kindergarten math assessment. We are required by the state to to administer that test. VALs used to be PALs. We are required by the state for pre-K through
110three. Our VALs, well, it's actually through eight. Excuse me, but pre-K through three, that is what we are required to do and give based on those reading plans. VALs goes through eighth grade. That is not where we started a year ago. So, this is the first year of implementation for VALs through the eighth grade. Previously, it was through grade five. LCS uses I Excel. I hear a lot about I Excel, but we use I Excel in lieu. We took away fall and growth um fall and winter growth assessments that were required as a diagnostic tool. 92% of our principals and administrators supported the movement when we surveyed last year to move away from the fall and winter growth assessments. We had an overwhelming support to say, "I no longer want to use this as the
111diagnostic tool, but instead we're going to use I Excel." So, that is why we currently use I Excel for that as well. Our performance assessments that we have are in grades three for science and social studies, US history one and two. And then we have our SOLs, which again we are required um and we'll talk about participation rates here in just a little bit. But, grades three through eight, there you see what SOL tests are being administered and given. In high school, when you see EOC, and it may be some middle school courses as well, EOC means at end of course, and that's what starts to count for those standard and verified credits across the board when we're talking about graduation requirements and meeting those five past. Next slide, please. So, I won't go through
112each one of these pieces with you. I won't read to you, but to let you know where our testing schedule is and how often we give those. Are there other assessments that are involved in the curriculum? Absolutely, and they are at the will of our educators to provide some of those as needed, but these are what we are required to give and the schedule. If you notice here, one of specifically, we've talked about the the four at the top, the four bullets at the top, but our aims is our benchmark testing. So, it is what we provide, and please note that that's only given two times a year. We did reduce that to reduce the amount of testing for students, but still to provide a measurable benchmark across our division, so we know where our
113students are. We've talked about performance assessments. Benchmark Advance provides these weekly and unit assessments, so that it is a data tracking tool for planning and PLC purposes and to guide instruction. Foundations, again, is written into our literacy plan as a supplemental material, and it has served as a gap [clears throat] for us in any Benchmark Advance where it may not be there. Kindergarten teachers use the platform. This is often confused that ESGI is a testing. It is not. ESGI is a platform in which we use to measure and provide updates to our parents and for our students of where they fall. Notice that SOL testing has been moved to the last two weeks of school. We did have less than 180 days on our calendar this year, so it was wonderful to move it to
114the last two weeks of school, and we often get, "Ooh, kids are right at the end, and we don't know what we're doing." We needed to maximize our time, and I'm thankful that we did that based on all this unfounded snow we got for a while, so I think we're all pretty thankful for that at this point. But, please note that that two last two weeks of the school year, that was pushed down and from the state as a requirement, and that was not implemented fully. They came back late late fall and said that it was an option to to do it this year. We kept that last 2 weeks and again very purposeful in doing that, but moving forward everyone will be in that last 2 weeks of their their particular school year to
115do SOL testing. So, that monitors there. As we're going through and talking about federal participation rates, participation rates for the federal testing, it's based on how many kids are supposed to take the test, so what that number is and how many kids actually sit for the test. So, we're not talking about passing it, we're talking about you coming in, us monitoring, and you sit and take a test that you're supposed to for either the end of that school year or an end of course test. We do have to be above 95% not a round up, but at 95% or above to not fall um under that participation rate. When it is not met, schools and divisions are required to create, implement, and follow a plan to ensure increases in the participation rate. Our current status
116at the elementary level is that we have one elementary school and you see how close Perrymont Elementary is there, but they fell slightly below that 95%, so we will be creating a plan for them. This is their first year in that. Um so, reading was at 94.7% for participation rate and math was at 94.8% for elementary. Next slide, please. As we go into secondary, again we have that VAL testing that was discussed for 6 through 8. We have IXL because that's the diagnostic assessment we chose um for the state. We only two times a year have that AIMS or benchmark testing. And we do that in math, uh science, and listing those subject areas there. And then we have our HMH and we do units two and four that are used for that AIMS assessment,
117so we tie it right into the curriculum and high quality instructional materials that are being used. Those performance assessments that we're offering are US history two, which is our sixth grade history. SOL testing against Again, it's the last 2 weeks of school. Talking through the federal participation rate. Again, 95% or above. The current status right now, Linkhorne Middle has been identified in one subject area, which is science at 94.8%. Yes, sir. Who is responsible to ensure that these participation >> participation rates are above 95%. I'm just curious. Uh our school administration or our testing coordinators within the building. What about the parents? Well, Is that what you're thinking? My main concern looking at these numbers uh 94.8 you can round it up to 95 just mathematically. 94.6 you can round it up to 95. But
11889.9 cannot be rounded up to Yes. 95. No, we're talking 93 or 92.8. >> My cons- individual concern is we talk about achievement gap. The 10% students is a non-response bias in our uh you know, achievement gap we hear. Mhm. So, it brings down the average for every student who may have performed better than what we are seeing in the video e-data. Is that correct interpretation to make? Yes, sir. And And as I go in and cover Heritage High School and where they are, you are correct. So, um that 94.8 we would typically say we could round up. They take that for the flat rate that it is, and we got confirmation on that. There is one subject area for Heritage High. They had previously been identified for more and got down to one subject
119area at 94.6, but we are concerned because E.C. does have three subject areas identified and that reading is at 89.9%. So, that is a that is an area of concern. Math sitting at 93%, which is a an area of concern um especially when we look at testing scores overall and science being at 92.8% and these are for students just not sitting for the test. So, yes that is a concern. To further quantify the importance of the participation rates, it's extremely important because when we fail to meet that, we have to do a corrective action plan, a plan for each area going through this. When we hit multi-years where we're not meeting participation rates, it can cause a plethora of um adverse effects and it goes anywhere from that persistent failure results in an MOU potentially.
120So, that memorandum of understanding that we're that we have to sign, it's compelling structural changes to improve participation and performance. So, really that's the state can come in and say no longer does this work per your plan, we're going to provide that guidance and provide you what needs to change and occur. So, it is important, really detrimental for us to if we stay here and have repeated years of this, which is why it's the stress and importance and we're actually walking through with each school right now, have met with um with the schools identified to go through and talk about those corrective action plans. Last time in the joint city council school board meeting, reading was one of the concerned topics mentioned by a couple of councilmen. Yes. So, I'm hoping you'll communicate to the
121school administration that that non-participation is concerning when it's about more than 10%, 10.1%. Yes, sir. I can assure you that that conversation has been had and that is a concern. When we don't even sit for the test, We don't know we don't know where they are and because the other importance to this for the reading that EOC reading at the high school level, that is one of the five that is necessary for graduation requirements as well. I have a question. >> Yes, ma'am. Um the participation part so if the kids miss the test, they're not there or something, there's always a retake day. >> Yes, ma'am. So this they're not even showing up for the retakes? Uh that's one of the areas that we're addressing for the review. There is a window of testing when
122we talk about 2 weeks and then when we talk about retakes or fall testing, we have addressed those specific areas of concern because if we had say we had a 15-day window which we have for makeups in fall or winter, if a student is truly absent for 15 days, they would be dropped from our attendance. So there's a there's a larger underlying issue of when that student is in the building, the importance and significance of having them come in and sit for that test. All right. Is this the only is there only one school that lacks in three subject areas? >> Yes, sir. One. Do we have data from like last year, the year before that speaks to that? >> Yes, sir. We're we're drilling down the data even further. Um in full transparency, this
123meeting for federal accountability was far later this year than it has ever been. I just wrapped up the federal federal participation meeting at noon on Friday. So they are also sending some more information and we are that's part of what will go into the plan. So as we work through, I will bring that information back to say this is how many years are on, this is what plan we've submitted and this is what they've accepted and approved. So that data will come back to you as well. But you so you said Heritage High School had more subject areas >> Yes, sir. and rolled it back to one, right? Yes, sir. You have that trajectory. What's the trajectory for each C glass? What has been previous years. >> It was not three previous, but we are
124collecting again as a I I've only been here I'm in my third year, so we are collecting all the we are collecting data back for the last 7 years at this point. Okay, so we don't know what uh participation rates were for last year. >> I know that I know that we had multiple subject areas, not all three, but we had multiple under 95% and I know that some schools that were identified last year are no longer on that list per that corrective action plan. Okay. Thank you. All right. And next slide. All right. Dr. Davis, before I go on and I apologize I stepped out on you. Did you mention the assessment task force that you were going to work on? I did not. Um we um that was as I was going to
125close up this assessment piece, so I appreciate you for that. So, our our assessment task force, we actually have talked to our administration and what will go out on Friday is a survey for participation for an assessment task force. Um as our educators throughout and and our administrators throughout the division are interested in participating on that task force, we're going to get together and actually evaluate what assessments are occurring, the frequency that they're occurring, how much time we're spending on assessments, and what assessments are being given outside of what we require as a division, so that we can ensure not only the consistency, but we can talk about the time that's being spent because we're talking a lot about assessments, but being in almost 100 classrooms to date, we have noticed that some assessments are
126are being given and they may very well be necessary, but they may not be required on our end. So, we want to make sure that we bring that information back as well of what is being given, what's being utilized, and is there data that supports that that assessment or quick check needs to be offered outside of what we're providing with the current um assessment. So, we actually will send that out in our leadership link in essentials on Friday this week for participation and we will bring that information back as well. Thank you. Thank you. One question, Dr. Evans. >> [snorts] >> Do you think your presentation answered a lot of the questions that people have been talking with the testing and so on? This gives a comprehensive view and also show the rationale behind why
127a lot of this test is done. Cuz you know, some people came in and had, you know, testing was cumbersome and a lot of them does this sort of validate the cause for the testing and all of that you were saying? Yes, sir. I I think so and I think more moreover instead of it being in multiple presentations cuz we started this information early on, it's in one spot for people to refer back to Right. and look and see what is actually being required and what's required by the state, not that Right. LCS is just choosing to offer some of these. Mhm. So, thank you. Since we're on the topic of testing, I did come with some questions regarding I'm going to wait for the rest of presentation, but since we're already here, um can
128you speak to you mentioned uh two tests that are required by the state. Uh or well, three I guess including SOLs, right? So, the rest of the testing is just is that mandated locally? Is that something that you guys have determined this is what we need to do as far as our testing and or assessment at this point? It's actually four. Um if if we're talking about the required because remember IXL is the diagnostic that we have collectively as a school division decided. Um there's no decision that's made. We went for a long time with no assessment tools. So, AIMS going in is the one that's been created as the benchmark and that is two times a year so we can get an adequate measure on growth and progress for our students because remember IXL
129doesn't always doesn't cover um outside of that math and or our literacy or English and we had no high quality instructional materials prior to that. So, a true measurement was not being gathered. Got you. Yeah, I mean I I it was very encouraging to hear you say you're going to build a task force. I think that's really important um because I go out obviously I have a teacher in the house and several students in the house and I go to the schools and I talk to teachers and pretty consistent messaging that I get is around the amount of testing, the quantity of testing and then not only that but it's it's uh how how some some of it's what's the word? It's redundant and so I'm really glad you're going to dig into some of
130that cuz I think we have a lot of great teachers that have some great perspective to offer on that. I mean especially I'm thinking the benchmark testing. I I understand you have to have weekly like, you know, assessments but there's nobody I've ever talked to that loves that like those tests at all. Teachers, students, my son included is constantly complaining about it. So, it's I'm just I'm just curious as to like what justifications cuz if obviously not only that but when we're assessing we're not instructing. Right? So, there's when you have a lot of instruction or a lot of instructional time being impeded by the amount of time you're spending on assessments uh that's that's a concern and it just seems like there's a whole lot of time being spent on testing right now. Um
131so, again, just grateful that you're going to set up a task force. I would be very interested in hearing the results of that and and what justification there is for the testing that we we land on. Absolutely. So, in in if I may assessment is instruction if it is utilized in the correct tools. So, I think that's part of our leadership as well and growing our leaders is understanding the purpose of assessment not to take the test not for the score but to guide the next level of instruction. So, if the assessment is there and we built on that quality then we're not re-teaching or spiraling back And so, we have to determine why we're assessing. There always has to be a why, what, and a how in anything that we're building. So, when we're
132talking about a universal structure, the importance and where we take ownership is explaining the importance of this assessment and the investment in instruction and understanding the that the assessment is a part of the high-quality instructional material. So, how that's laid out, it's again not because we want to assess, but even understanding the purpose of review. Why do we do the things that we do? And I think allowing us to go back in and say, "Not do I not like assessment, but what story did that tell me? And then what do I need to spiral back to because that's what's best for that child." Certainly. Yeah, and I think that that's it sounds like that's what you guys are trying to evaluate is, "Hey, what are we doing now and what's working, what's not?" Getting it
133from the trenches. So, I think you get a message from teachers or that they're saying, "Hey, we don't like the amount of testing or this particular kind of testing." Either they're not being consulted in the decision-making process or they're not being equipped with the rationale for that uh so that they can, you know, forge ahead. And I think it's a very important conversation to have. Absolutely. Okay, is it Mr. Poe absent? Yeah. No, I'm not. I'm going to go ahead. Okay. Oh, sorry. You had a question? I did. I wanted to circle back around to the demographics um where we compare our student body versus the Lynchburg. But um so, I have a question. Do we have uh staff demographics? Um We can definitely pull that for you. That's a good perspective. Um and and
134the reason I bring that up because, you know, to me, you know, I mean, they're just numbers, but um you know, when we look at student body and not just demographics of race, but, you know, I I I think digging into other demographics um can help when it comes to, you know, educating uh and how we educate our student body. And and understanding because, you know, the staff and and maybe what um needs that that they may need to help with different backgrounds, culturally, socially, economics, and different things of that nature. So, I'm just interested in and and being able to look at all that. So, you know, as we plan strategically, um you know, we we can address things um in a smarter way and not just, you know, cuz you know, those those
135are important, but I think there are different demographics and and and statistics that that are probably a little bit more meaningful that would help help us along the way. No, I appreciate that. And you're absolutely correct. Everybody brings their own experiences, their own journey, and and everybody has a story. And the more connections we can make with kids to best support them, absolutely. So, we will we'll start digging into that, Mr. Pope. Um just my Oh. I didn't realize they switched the slide. I was like, "What?" I turned around. I was like, "What happened?" I apologize. All right. So, uh thank you, Dr. Davis. Last two slides, everybody, but I just wanted to make sure I think in community engagement was one of those other foundational pieces. And um I know that's been something that's
136been talked about quite a bit. There's strong uh interest from our community to come and support our schools, and we recognize that. We also recognize we have to have a level of alignment as to how we do it and what we're doing. Um and so, with that, I just put here system structure to approach to align the community partnership with division priorities. Working on that strategic plan, so we'll have that plan outlined um for everyone. And process, how are we gathering input? How do we communicate what our needs are, and how do we coordinate supports with partners? Because there are a lot of people who partner with us. There many more who want to partner with us, but we got to have a process to how we do it. So, when I say the before,
137um just it felt like limited alignment between community efforts and division priorities. There were community members saying, "Hey, I want to come in and help." Hey, how do you want to help? Not really sure, but then not you know, and I'll be honest, coming in new and then even asking around, "Hey, what are some of the needs?" Um and they they varied. So, just not having those structures in place for gathering that input and being able to coordinate that support. So, one of the things that we have in progress um right now is developing a clear structure so that we can align those partnerships with the strategic plan. We have our broad goals and objectives. So, we it gives us some work to do. We're working to plan that, but then how do we engage
138school leaders to identify needs? So, we had the principals meeting last week. They're there with teachers. They're there with kids. What are the things that you see that you need? And some schools may say, "You know what? I don't necessarily need tutors. I have 30 people willing to tutor every day, but I need some help with a beautification project. You know, I need somebody to come and help plant some flowers. I need somebody to come and be a lunch buddy or mentor to our student. I may need help doing a little painting, you know, in my building. So, we want them to sort of dig deep and even look at it seasonal. The beginning of the school year, what happens? Everybody gets a new pair of shoes. Everybody gets a book bag or a few
139book bags. Well, growing a child, that pair of shoes by the time you get around to the spring summer, they may have worn that pair of shoes out. Are there needs that our kids need in that realm before they go out for the summer? What are the things that they're seeing with with kids and families? So, that we can do that. Um our team is working on a partnership interest meeting um on June 30th so that we can gather more input from them, but then also share. Here's at that point we'll have strategic plans. So, here's our strategic plan. This is the These are the results from the needs assessment that we're hearing from principals. And then really outline in terms of community partners. What would you like to provide? Is it just resources? Or
140are you saying I would love to provide my services in what way? We all have a level of expertise, but I think that gives us an opportunity to have stations and set up for people to sign up for what they feel like they like to contribute and they're good at contributing to the school division. So, as I shift to this, I'm almost done. So, again, we're not waiting on strategic plan to be finalized to begin the work. If so, we would have lost another year, and we can't do that. We're building that foundation, and I know I gave a lot of examples tonight, but I feel like I always know in my head when I say systems and processes what I mean. Unfortunately, this cabinet executive cabinet knows what I mean, and the principals know
141what I mean when I'm saying it, but when I'm saying it in the community and board, I was like, "Christie, you need to better explain that." And so, I just want to be clear because that foundation now is important. So, when the strategic plan is done, it can actually be effective. And so, that gives us an opportunity to be clear and consistent and aligned. Um I'll just close with this. If we expect different outcomes, and this is just what what's been on my mind. If we expect different outcomes, something in our approach has to shift. We have to shift. We didn't get there overnight. We're not going to come out of this situation overnight. But we can't think that everything that's been exactly the same in terms of processes is going to carry us forward
142because we have to move forward for our students. Um the shift is not in just what we do, but it's going to be in how we do the work. Um it requires structure. It's going to require consistency and accountability across the entire division. And so, I'll just close with this thought. We cannot improve what we're unwilling to examine, and we cannot sustain what we failed to build with intention. We have to build these foundational structures intentionally, then we intentionally need to build the house, but we have to have the foundation first. And I've always said this to people, nothing changes if nothing changes. Simply put, I'm open for any questions, discussions. I know we've had questions along the way. Yes, ma'am. Okay. >> [laughter] >> I got a few, anyways. Um so, am I Are
143we understanding that so as of now, um instructional coaches will be working in the summer on the curriculum needs that are to come up, or we're still staying just ahead of the teachers? Mhm. That was um one of my last bullets there that everything will be updated prior to the 26-27 school year for effective planning. All right, cool. And um for the instructional focus, the TNT P for elementary, will there be a specific homework process? Cuz I know, was it 2 years ago or a year ago, um that the success committee, they um the video said you could or could not have homework. It was up to you, and we voted to keep it. So, if we're saying if this is so important, this academic importance, we only a teacher only has a child for
144that period for reading or for math at a very limited amount of time with lunch, recess, and everything else that goes on. Is there some kind of home specific homework process that you guys are thinking about that says to the parents, this is what we're doing, and we need your help on this end with their homework. Make sure this gets returned. I mean, I know that's a teacher-based thing, but is there anything coming down to the teachers to help them to help the parents understand, especially like at registration, this homework piece is going to be very important. You need to make sure you see it, etc., etc., etc., and it gets returned kind of thing. So, can I speak to this, and then you can tag team. Um so, I will say this. I think
145in terms of the the homework piece and because I I definitely don't want to look at it as something coming down to teachers. In a way I think it needs to be something and maybe that could be part of I know Dr. Davis has been talking about she didn't put that one out but some grading task force and things like that because our grading is inconsistent across the board and then when you start thinking about homework that's inconsistent across the board. But I think that's definitely something because research is conflicting on homework, right? It it is. Like some say that it it's it's absolutely necessary and then there's research that says, you know. So but I think that that's definitely something that needs to come up from staff and where they would like to to
146land on it because it if not I I'd love to see the data to see that if whether or not it's been effective for us or not. Um that I don't know but I'd love to see I guess how many people are actually doing it, using the homework and then what's the quality of the homework. Well, and where I'm getting this from is cuz I was at Paul Monroe and in first grade we did require homework and if it didn't come back you got a new packet you did on Friday. We made it so important that the kids were getting help at home not just at school for the limited time for that particular subject area they were working on and the kids that most consistently brought their homework back did better. Does that make
147sense? >> Absolutely. So along the same lines of what Dr. Majette just alluded to there are several layers that need to be there. A the consistency of a grading policy. So that ties right into that. So we we have talked about the workforce or excuse me the task force not workforce task force for the grading policy but understanding what that's going to be. Does it become a data tool to guide instruction or does it become a participation and am I going to be punished if I don't have that and then what is that? Is it 10% for me, nothing for you and 30% for Dr. Gupta. So, the consistency, there are layers to just saying, do we provide it or not? And then the other area of that is the relationships, because what you're speaking
148to is something you all did as a unit and a team. It was supported within your building and you had great communication with families on the importance of it. That is what I would argue to say is what guided that push and instruction for that. So, creating this core foundational components are very necessary in making that particular piece work. So, really what we're doing by providing homework is providing additional resource. And what that looks like, that's what we have to provide guidance on. >> Okay, yeah, cuz we didn't grade them on it. We needed them to practice. So, the only grade they got was a cuz it's first grade, we didn't give grades. So, we got to check if they just returned it. And then we could see as teachers looking at that packet what
149they're still confused on that even the parents would say, "Hey, I don't understand how to help them." And then you're helping the parents. >> Helping the parents. >> Cuz one year I had a child teaching their parent how to read. So, that but I only found that out through homework. That's how I found that out. So, that's why I asked that. Um um where will the principals' needs for the community that things they want from the community input, where will that be placed so community can go in, find it and sign up? Did you have you ever thought like where that information would be once it's all settled? Are you talking about once I do this needs assessment? >> Yeah. >> Once we do that, then we're going to invite all of those people that
150want to partner with us. And it doesn't have to be a group organization, it could individuals. Individuals, anyone that wants to partner. And then that way we can work with them to let them know, because we have people who are ready. They're ready. They're already in the schools and we have many more that are ready to come in and to help. But getting that needs assessment, that's when we'll share it out in it the June 30th meeting and then we'll try to build it from there. >> Well, and I just wanted to say, cuz I've already told you this once, I love the fact that the SOLs are moved to the last two weeks cuz I'm telling you for K through two through K through two, it's a nightmare to give tests at the beginning
151of the month of May and guess what? The rest is babysitting and it's just chaos. So, you cuz the kids know testing's over. So, the fact that they can just keep working on their skills and then take it the end. Thank you. That's fabulous. So, thanks. That's all. Thank you, Dr. Midgett. Thank you. Next is school board member reports. Laurel Mrs. Lowry. Um they had the this past Saturday at 2:00 was their first class reunion. So, uh and hopefully they'll have more. I was going to attend, but I had my grandchildren, so that did not work out the way I thought. >> [laughter] >> Up up school, Mrs. Lowry. And um tomorrow is the CVGS um symposium at the University of Lynchburg at 6:30. So, um if anybody would like to come out for that,
152that would be great. So, um I'll also be one of the um uh not presenters, but you know, I write a little the comments or comment. I couldn't think of the word. But, that's usually wonderful. The kids usually do a good job. And then and then they'll be going to nationals with the information. Thank you. Academic success again, Mrs. And we have our meeting next week. Thank you. Uh STEM Academy, Mr. Poole. Uh yeah. So, we gave a thorough report last time. Um but just as a reminder for uh the current date system internship presentations will be on uh April 29th. Um and then the commencement will be on May 9th. And the senior dinner and awards will be on uh May May 12th. Thank you. You can have a vote, Mr. Baden and Mr.
153Poole. Yeah, I I uh did not get any new updates, but I did want to re-emphasize we said last time one of their big things coming is their summer internship program. All applications are in and they're actually doing interviews through this month. Um but that's a really I always like to highlight like you talked about Dr. Majeed the good things happening within the district. And so I think it's really really a special program. They'll have 80 over 80 LCS students that will get a paid exploratory internship over the month of June. So that's exciting. Thank you. Finance and facilities Mr. Connor. Um we have three items on the consent agenda today if you want to go back and check and see what we covered at our last meeting. Thank you. LCSD Mr. Jalil he's not
154here any other member of the LCSD? No. I can pull up his notes and what he wanted to say about it. >> Please. Do you He might want to do it himself. Okay. Thank you. Uh Partners in education Mr. Eileen and Dr. Farmer. No no report today. Thank you. Head Foundation Mr. DePaul and Mr. Jalil. No new information. Thank you. Student Discipline Committee Mr. Connor. Um no new information except we continue to um face issues with THC vaping in our schools and we're doing collective efforts to try to stem that issue. And I just want public to know three members Mr. Barron, Mr. Paul, and Mr. Connor have been doing four to five hour shifts at a time. Yeah. Last time he was there you guys were there till 10:00 p.m. Yeah from 3:30 to
15510:00 p.m. >> that's I think this community appreciates and this board appreciates what you guys are doing. Thank you very much for doing that. Uh that's unpaid but it's it's worthwhile. Thank you. Next is superintendent comments Dr. Majeed. Um I've shared everything I needed to say. Thank you. And next is board comment. I'll start with Mr. Poe. Um. So, there's one thing that I I see that I would say is consistency is consistent with every champion or every um extremely successful person or business or any type of success. And and and and that seems to be a high work ethic. And the ability to to to do all the things that may be boring or you know, um when no one's looking. And um, you know, um you know, listening to things and and knowing
156um, where the division rests at currently. Um. You know, uh um it's a lot of work. I've had, you know, community members say things like I wouldn't want to uh, be on the school board right now. Um. Be you know, because a lot of the things that were already going on coming into this position. And and as things unfold. Um, but it takes special people to have to combat special times. And um, and persevere. And um, I would not have, you know, signed up for this position. Um, and and and seek the appointment if I didn't think that I was that type of person. There's a lot of sacrifice and a lot of um you know, um, had someone uh, say to me, um, you know, um that uh, that's just a title. Um, not
157realizing that behind the scenes work you just mentioned about standing here from 3:30 to 10:00. And when we speak to the the students that come before us, we're not just, you know, issuing out um, time out of school. Um, you know, I we literally talk to them, talk to their families, you know, try to give them advice about um, changing and how important education is and all these different things and um, even in our and I can speak for myself having four children in the school division. Um, I would be it it wouldn't even make sense to not care. Um, because my own I have one one one of my children that um, is at E.C. Glass. And so, um, um, speaking to, you know, different leadership, I have faith in all of our leadership
158and I thank all of our leadership and some of our leadership I've been knowing since um, my student uh, was in elementary school at Dearington. And um, you know, as a board member, I wish nothing but the best for all of our administrators and our school board. And um, I thank every person um, that gets up and goes to work and and and uh, comes to what's a tough job is, you know, we don't we all know that teaching is not something that a lot of people are going into because that's not where the money is and different things. So, I think it takes a lot. So, I just ask the community to please, um, uh, be patient and um, and be respectful. And um, and do the boring things like stand for the board
159meetings to actually hear what's going on and not just showing up for public comment. No disrespect to anyone, but the room is a lot more empty than what it once was. And I think that these are the important things, going over the the strategic things that it's going to take to move us forward. Sorry for being long-winded, but go ahead. Thank you, Mr. Pollard. Um after hearing everything I've heard tonight, I just want to say that I'm very proud of Dr. Majeed. I'm very proud that you're here, and I have the most faith, the most um positive view of Lynchburg City Schools that I've ever had before. And with the people that you have at your at your um side that you've picked, you've chosen, you're working hard, all the great things that you you
160mentioned tonight, um the promise for the people in this community um is is tremendous. And I'm I'm proud to say I was uh there to uh um ensure that you got this position. I'm I'm haven't regretted it one second, and I just want to say how proud I am of you. Thank you, Mr. Conner. I just want to say um in closing, on top of what Doc um Mr. Pollard said, um I thank the community for coming out tonight. Um especially when they feel passionate about anything involving Lynchburg City Schools, it's great for them to come out, but it would be nice if they many of them could have stayed to learn more information about what is going on. Um I understand there's things that happen from time to time which create a great deal
161of passion, a great deal of um emotions, and um but that's not everything. Um and um I hope that they got a chance to voice their opinion, and I hope that they will find out that, you know, there's only so much transparency we can give in that situation. We have limited um by ethics and law. And um there is uh one person that can give them the answer that they're looking for and that's the person that they should be talking to. And I hope that they get that, you know, and go to that individual and get the specific information that they desire because we're limited ethically and legally to what we can say. I understand the frustration, I understand the emotion, but um you know, as a board we're limited. Um many things that we
162do take place in closed session. We talk about our discipline committee. Um we can't talk about specific children. We can't talk about anything that takes place because that's a closed session issue [clears throat] and privacy rights are um covered in those um issues and there's some privacy rights and different things involved in that. But I do thank them. It was nice to see a passionate um public come out and and and get the opportunity to speak their mind and I thank them for that. Thank you. Mrs. Lowry? Um I have this year I have enjoyed visiting the schools and reading to classes and as as well as begin I will be around less, just so you know. I know what that's that month is like. Um I look forward to proctoring and monitoring at elementary
163middle in May and I I think our principals, teachers, aides, parents, and community um partners that have clubs and stuff after school for kids um cheering you all on um the children for um to show to be able to show their good learning um scores after May testing is over. So hopefully that's what that will show. Um I also want to being on the academic success committee, want to thank Majette and um her administration and staff for all the hard work they've put in, the time they've put in, um the for the weekends, the extra work, answering all our questions and emails and [laughter] And so, um your patience is much appreciated. And so, thank everybody and all the hard work you guys put in and the quick responses when things need to be fixed.
164And so, um you guys I think you're a great team. I I after this is my third year and I did put in two um to uh I put my application in to again to be on school board, but I feel like this is such a good direction we're going in. I just I'm about it and I'm looking forward to great things. If I'm on it again in the next 3 years to be able to celebrate the accomplishments. So, that's what I'm hoping for. Thank you, Ms. Riley. As always, I want to thank Dr. Maggett for the great work that she's doing along with her team. I know we've said this many times. And just listening to the whole discussion again today, you know, as far as the school system is concerned, I see we
165have a lot of good infrastructure, a lot of programs, a lot of things that are positive. And I'm trusting that we'll be able to execute on those things. And once we're able to execute, hopefully we'll calm down some of the concerns of the community. And as far as some of the discussion tonight here, I guess it comes with being on the territory. We are board members and a lot of that stuff sometimes have been, you know, thrown at us. And I I have wondered if we could find a way to delineate maybe responsibility of the board as opposed to the, you know, executive body or whatever, the superintendent's job so that And if we can't, then we're okay. But a lot of it is thrown at the board as to say we have the power
166to make decisions that we are not able to make in terms of personnel decisions. But I'm okay if we can live with that, we are part of this city. But, [clears throat] some of them apparently do not have the concept as to how this body functions. And so, the information comes in as if the board has the full authority to be able to reveal or conceal information. So, I I don't know if there's a way that we can parse that to get them to understand that we have different roles in terms of how we function. Thank you. Mr. Bell. Yeah. I'll speak to that very quickly. You can actually go to LCS website, click on school board on the right-hand side. There's a roles and responsibilities tab, and it has everything outlined what the school
167board does, what it doesn't do, what the superintendent does, what she doesn't do. Yeah, but they don't know that. I'm telling everybody now. >> [laughter] >> Yes, that is important information. I think it would be helpful. Uh I I like the analogy of laying a foundation. If you've ever been around construction projects, or you just know somebody that's built a house or built a building, they'll say they're going to build something, and then for the next several weeks, maybe even months, you don't see anything happening. And you're like, I thought you were building a house. And what they're doing is all the preparations to lay the foundation. So, she mentioned, you know, that it's a critical thing. We all understand the importance of a of a good foundation. Uh and Shari spoke to how it's
168sort of undetectable and you don't see it. But, I I would also add to that that it takes a lot longer time. When you you see all of a sudden the framing go up and the roof and all that stuff, that's that happens so fast. And that's the exciting part, cuz now it looks like a house. But, if you didn't take the time that it takes to lay the foundation, and you speed through that process, you see a lot in big or residential projects, where they skimp on the foundation processes, and you end up with these cracks in the wall and everything on brand new houses. So, I just want to speak to that analogy. I think it's a very fitting analogy. And so, I I would ask for patience from uh the the community
169as it does take time to to do this. Um and I'm going to veer from my three T's to tonight. Um y'all can save your sigh of relief, but I am going to highlight something I just I want to continue to highlight things that are going well within our our district. I got the chance to go visit Project SEARCH today. And if you haven't done that, you need to do it. Wow, what an incredible program. Um it offers vocational training and and all supports financial literacy, personal values, etc. to individuals with disabilities. And the thing that struck me and cuz we have a lot of conversation about the community coming around and obviously working on systems and processes discussed tonight to allow that to happen more efficiently. We talk about community involvement, this program has
170really figured it out. They have such buy-in from all kinds of community stakeholders. They have uh multiple governing entities including LCS and Centra. Uh streamlined systems and processes and they have results. And so, just as sort of a microcosm of somebody that's that or a part of LCS that's really figured this thing out, um I highly recommend you go check out what they're doing over there. Um and the reality is we should be able to do this for all our students. We should be able to offer that sort of thing for all of our students and I think that's what we're trying to get to. But it takes time. So, I just ask for people to uh continue to give patience and uh we'll get there. We will. Thank you. Um I have few lines
171to say. Normally, I don't do board comments, but um you know, we may have disagreement on issues, but that should not escalate to disrespect. Mhm. Uh respecting each other in a disagreement is very important and a sense of it reflects a sense of a maturity in those individuals who disagree. So, uh please uh we we are role models for our kids. And the policies and rules are set. And think of yourself as a teacher. When the teacher tells you uh, you have to be quiet, you follow those rules. When Mr. Conner tells you not to clap and you are clapping and clapping and clapping, you say, "I don't care." You don't care. What reflection are you giving to the kids who are watching this on TV tomorrow? You got to be role model and at
172least on the discipline issues and the policies. And that's you can see the discipline committee is seeing an escalation of discipline cases uh, week by week, right? 10 to 12 cases each week. That's pretty significant. Now, uh, coming back to uh, there are two other principals who resigned. To me, they are equally important. They're leaving the school district. One to retire. Uh, the the one is retiring, the other is resigning. And they have given their life and they're close to my heart, too. But I I have not said that, but I'm going to say that. Uh, Ms. Polly's from Hutcherson uh, uh, is leaving us and Ms. Foster from Perrymont is leaving us. And nobody mentioned their name. And are they less than everybody else? No. They're equally important. They have given their lives to
173the Lynchburg City Schools and our kids. And they're still doing it. And uh, so I just want to acknowledge those two that that this board, at least for me, uh, respect and honor their service to uh, to our students. And will always be cherished for them. Ms. Hutcherson, she's been there for 30 plus years. >> Over Over 30 years. Yes. So, her love and I always tell her every time I go to Hutcherson, I said, "Anytime I'm surrounded by negative negativity, I'm coming to your school." And you can ask her. That's my thing. She's a pillar of positivity. And so, uh Ms. Polly, we we we appreciate everything you have done. And good luck to your future retirement years. So, that's all I had. Thank you very much. Next is information item discipline data review
174committee April 23rd at 3:30. Academic success April 29th at 3:30. Discipline data review committee April 30th at 3:30. School board work session May 5th at 5:00 p.m. Discipline data review committee in May 7th at 3:30. I'm smiling because I'm looking at him. He's showing up every week and the other two with him. Finance and facilities Tuesday May 12th at 3:30. LCAR on May 19th at 3:30 and the school board meeting on May 19th at 5:00 p.m. With nothing else, we adjourn. Thank you.